Preschoolers’ Counting Abilities Relate to Future Math Performance

Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.

“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.”

“Counting gives children stronger foundations when they start school,” Manfra said. “The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it’s important that children start with as many skills as possible.”

The study, “Associations between Counting Ability in Preschool and Mathematic Performance in First Grade among a Sample of Ethnically Diverse, Low-Income Children,” will be published in an upcoming issue of the Journal of Research in Childhood Education.